T ITLE I-A B ACK TO B ASICS ESEA Odyssey August 2013.
42
TITLE I-A BACK TO BASICS ESEA Odyssey August 2013
Transcript of T ITLE I-A B ACK TO B ASICS ESEA Odyssey August 2013.
TITLE I-A BACK TO BASICSESEA Odyssey
August 2013
PURPOSE OF TITLE I-A
The purpose of Improving the Academic Achievement of the Disadvantaged (Title I-A) is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and to reach proficiency on challenging State academic standards and assessments.
PURPOSE OF TODAY’S SESSION
Participants will learn the basics of Title I-A programs including information about different program models and the advantages and disadvantages of both.
AGENDA
TITLE I-A BASICS
TITLE I-A FISCAL CONSIDERATIONS
EXPENDITURES
DISTRICT LEVEL SET-ASIDES
DISTRICT LEVEL SET-ASIDES
BUILDING LEVEL TARGETINGRANK AND SERVE
PROGRAM DESIGN
Two program models in Title I-A Targeted Assistance Schools (TAS) Schoolwide Programs (SWP)
TARGETED ASSISTANCE SCHOOLS (TAS)
TARGETED ASSISTANCE SCHOOLS (TAS)
Must identify Title I-A students and provide with supplemental services
Must ensure Title I-A funds are solely used to benefit identified students
For schools ineligible or that choose not to operate a schoolwide program
WHO IS A TITLE I-A STUDENT?
Any student identified as failing or at risk of failing state academic standards
Identification is not based on poverty
(Homeless and Migrant students automatically eligible)
HOW TO IDENTIFY TITLE I-A STUDENTS
SELECTING STUDENTS FOR SERVICE
From the universe of eligible students Select those with the greatest need for
additional academic assistance
COMPONENTS OF A TAS
Use Title I-A funds to help selected students meet state standards
Incorporate Title I-A plans into existing school plans
Effective methods and instructional strategies based on scientifically-based research (SBR) Extended learning time Accelerated, high-quality curriculum Minimal pull from class
COMPONENTS OF A TAS (CONT)
Coordinate with regular education program Highly qualified teachers and
paraprofessionals Professional development Parental involvement Coordinate with other federal, state and local
services and programs
TAS PROGRAM DESIGN
Historically, pull-out programs have been (and still are) used Double/triple dosing
Currently, more focus on extended learning time Extended school year Before- and after-school programs Summer school
INCIDENTAL INCLUSION
School may provide, on an incidental basis, services to children who have not been selected to participate
INCIDENTAL SERVICES
Incidental services may only be provided if: Designed to meet the needs of Title I-A students
and focused on those students Does not decrease the amount, duration, or
quality of service for the identified students Does not increase the costs Does not result in the exclusion of children who
would otherwise receive Title I-A services
INTEGRATION OF PERSONNEL
Title I-A funded staff may: Participate in general professional development Assume limited duties that are assigned to
similar personnel, as long as it is of the same proportion
TITLE I-A FUNDED PROFESSIONAL DEVELOPMENT
May include any teachers that serve Title I-A students at some point during the day
“Title I-A funds cannot be used to pay for professional development of staff who do not serve any Title I-A students at some point during the day”
Ray Simon, USED Guidance Letter (2004)
RECORD KEEPING
SUPPLEMENT NOT SUPPLANT
Services in addition to that which is provided from non-Title I-A sources
Serving only identified students What would happen in the absence of Title I-
A funds?
SCHOOLWIDE PROGRAMS (SWP)
SCHOOLWIDE PROGRAMS
Purpose is to upgrade the entire educational program of the school
Prerequisites 40% poverty* One-year planning process
*Priority and Focus Schools may not need to meet the 40% poverty threshold to go schoolwide OR apply for an EdFlex Schoolwide Poverty Threshold waiver
SCHOOLWIDE PROGRAMS (SWP)
Enable all students to meet academic standards
Not required to show supplemental services to identified students
Must provide core instruction from general funds
SWP TEN COMPONENTS
SWP RECORD KEEPING
SUPPLEMENT NOT SUPPLANT
Services in addition to those provided from non-Title I-A sources
What would happen in the absence of Title I-A funds?
REQUIREMENTS FOR PARAPROFESSIONALS AT TITLE I-A SCHOOLS
PARENTAL INVOLVEMENT
PARENTAL INVOLVEMENT REQUIREMENTS
PARENTAL INVOLVEMENT POLICIES
PARENT NOTIFICATIONS
Teacher qualifications HQT status – four-week letter Student achievement levels on state
academic assessments Annual district report card
PARENTAL NOTIFICATION
Notifications can be found on Transact
www.transact.com
PARENTAL INVOLVEMENT
Parent Involvement Set-aside 1% of the district Title I-A allocation if it is over
$500,000 95% of that goes directly to the Title I-A schools
for parent involvement activities and requirements
Remaining 5% pays for district-level parental involvement activities
Participating private schools receive an equitable share of these funds
TITLE I-A AND PRIVATE SCHOOLS
QUESTIONS AND DISCUSSION
FOR MORE INFORMATION
Melinda [email protected]
Russ [email protected]
Title I-A Resources can be found at http://www.ode.state.or.us/search/results/?id=95
THANK YOU FOR ATTENDING TODAY’S SESSION
